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Racial Microaggression
Racial microaggressions remain a challenge in American universities, colleges and
elementary schools. Racial micro-aggression is a culture in American schools in the daily
teacher-student interaction, teacher-teacher interaction, and student-student interaction. Racial
Terms that are modified verbally and frequently employed for behavioral or environmental
slights, everyday verbal exchanges that convey hostile or disparaging views against racialized or
culturally marginalized groups, are referred to as microaggressions. Racial micro-aggression may
be intentional or unintentional depending on the context and the person's objective in altering the
racial discrimination words. Racial microaggressions are based on and shaped by ancient
existing societal stereotypes associated with and tied to a particular race. In a school institution
setting, meaningful ways through which microaggressions operate to victimize individuals of
racial origin include asking Latino Americans and Asian Americans where they come from or
were born, preferring Asians to undertake mathematics and sciences in school, and
environmental microaggressions.
Latino Americans and Asian Americans experience microaggressions in American
schools since they are not whites and are assumed to be immigrants. Latins and Asians, in some
instances, are discriminated against and referred to being foreigners even though they are ancient
inhabitants of American soil. Pure Whites in American schools may alter discriminating words
toward Latin Americans and Asian Americans since they assume them to be foreign-born.
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According to Proctor (322), prejudice against Latinos and Asians is based on stereotypes about
their immigrant status, language use, musical preferences, and fashion preferences. These
stereotypes might have a negative impact on the victims' mental health. Examples of instances
that Latins and Asians experience discrimination is when they encounter questions like where
they are born, where they are from, compliments on their fluent language and when college
students and teachers ask to be taught their native language. The above examples may be
accidentally said since they are common questions and segments in conversations, but they may
have a racially discriminatory impact on the Latins and Asians. In
In American schools, Asian American students and Latin American teachers and staff
may suffer racial discrimination by being rendered invisible in discussions of race and prejudice
since, stereotypically, they are believed to be well successful and well adapted. Again Asians are
viewed as quiet and submissive, making their counterparts take advantage and assuming the
microaggressive they use would not hurt the Asians. Therefore, racial microaggressive that can
refer to Asians and Latins as immigrants, their quiet nature, and the assumption to be
successfully adapted to America are common in American schools.
The majority of American educational institutions, including universities, colleges, and
elementary schools, have been plagued by racial and environmental microaggressions. In
American academic institutions, racial and environmental microaggressions are frequently
manifested through the naming of buildings after White heroes and heroines from many fields
and the construction of monuments honoring only white legends and notable figures. The
institutions are overwhelmingly white due to these environmental microaggressions,
outnumbering the other racial groups. Students of various races are denied a sense of
identification and belonging in American academic institutions due to racial and environmental
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microaggressions. Also, environmental microaggressions occur in teacher-student interactions,
mostly in classrooms or during the learning process. Common ways that environmental
microaggression in classrooms includes teachers using minimal content and perspectives from
non-white authors, hostility towards a discussion of racism, white students' dominance due to
few non-white students, and incidents of a scarcity of non-white teachers.
Asian Americans suffer microaggressions in schools when they are assumed to be highly
intelligent in mathematics and science subjects. There is an existing myth that students from
minority groups work hard in schools, performing better in academics. According to Mudambi
(n.p), the myth extends and associates most Asians with taking engineering and doctor careers
later in life. However, the microaggression may sound like a compliment, but it reduces the
entire race to an imitation of an exaggerated characteristic meant to create fun. The
microaggression may affect an Asian student's academic performance since it may prohibit the
Asian American students from asking for science or mathematics intervention.
The microaggressions affect the Asian American's student's choice of career development
since they find it challenging to fit into other fields like humanities, arts, and literature. In
addition, the microaggressions may lead to suicidal ideations among the school's struggling
Asian American students since the school community expects much from them, yet they cannot
deliver as per the expectations. The same microaggressions may also affect the minority racial
groups, according to Mudambi (n.p), where they are assumed to be less intelligent than the
Whites. The stereotype is likely to affect African American students, Hispanic students, and
Native Americans. The microaggression affects the students since their race is used as the cause
for their failures in exams, and when they perform well than the White students, they get referred
to as extraordinary students.
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The adverse effects of microaggressions on racialy discriminated groups in the schools
are well established. The microaggressions affect the students psychologically, physically and
socially. Microaggressions are common in everyday activities in school interactions among the
students and the teachers. Government can help reduce the cases of microaggressions in schools
by implementing programs to educate the teachers and students on the appropriate use of words
while conversing.
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Works Cited
Mudambi, View All Posts By Dr. Aradhana. "The Ascription or Denial of Intelligence Based on
Race." Social Justice and Education, 18 Jan. 2022,
socialjusticeandeducation.org/2022/01/18/the-ascription-or-denial-of-intelligence-based-
on-race.
Proctor, Sherrie L., et al. "Racial Microaggressions and School Psychology Students: Who Gets
Targeted and How Intern Supervisors Can Facilitate Racial Justice."@School Psychology
Forum. Vol. 10. No. 3. 2016.
